유아기 자기조절의 개념과 변화가능성에 대한 고찰
Self-Regulation in Early Childhood:A Review on its Constructs and Malleability
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최근 유아기 자기조절이 아동발달에서 지니는 중요성에 대한 관심이 크게 증가하였지만, 자기조절에 대한 명확한 개념화의 부재는 종종 연구들의 주된 걸림돌이 되고 있다. 이에 본 연구는 최근 문헌에 대한 고찰을 통해 유아기 자기조절이 의미하는 바를 실행기능 구성개념과의 관련 속에서 보다 명확히 제시하고자 하였다. 또한 학업성취와 같은 긍정적 발달성과와 관련하여 유아기 자기조절 발달이 지니는 의의와 그 변화가능성에 대해 살펴보고자 하였다. 주요 결론은 첫째, 유아 자기조절은 실행기능의 핵심 요소인 억제, 작업기억, 주의전환을 바탕으로 정의됨으로써 그 개념적 명확성을 높일 수 있다. 둘째, 자기조절의 각 구성요소는 모두 유아기와 그 이후의 학업성취에 대해 지속적으로 강한 예측력을 지닌다. 셋째, 자기조절의 구성개념을 바탕으로 매일의 교실 일과 속에서 계획된 교육적 중재는 자기조절의 보다 지속적이고 의미 있는 향상을 야기할 수 있다. 이러한 결론을 바탕으로 본 연구는 유아기 교육적 중재를 통한 자기조절 발달의 변화가능성(malleability)이 오늘날 우리의 교육현장에 주는 시사점에 관해 논의하였다.
Abstract
Self-regulation in early childhood has received heightened attention as a key aspect of children’s adaptive development. However, research in this field has been hindered by a lack of conceptual clarity on the meaning of the underlying constructs. This article is primarily concerned with improving conceptual clarity of self-regulation in early childhood and discussing its developmental significance and malleability. By reviewing recent evidence and literature, some arguments are made. First, early childhood self-regulation may improve its conceptual clarity by being defined in terms of three foundational EF components (inhibition, working memory, attentional shifting). Second, these constructs of self-regulation have developmental significance for predicting academic achievement. Third, early educational intervention that targets these constructs in everyday classroom setting may have long-term persistence of the intervention effects. In conclusion, this article discusses the malleability of early childhood self-regulation and its implication for our education.
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